Research Follow-Grade (Class Room Action Research)

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3,Action Research

Action research is a research-oriented implementation of actions with the aim of improving the quality or solving problems in a group of subjects studied and observing the level of success or a result of his actions, and then given further action that is the refinement of actions or adjustments with the conditions and situations, in order to obtain better results. 

This action in education can be applied to a class, so it is often called Classroom Action Research (classroom action research), or if doing the action is the head of school or head of another, then still called action research.

In relation to the terms of Classroom Action Research, the Sulipan explained that there are at least three words that form the understanding, namely: 

  1. Research refers to an activity of observing an object by using the ways and the rules of a particular methodology to obtain the data or information which is beneficial to improve the quality of a thing that attracts the interest and is important for researchers. 
  2. Action-refer to something of motion activities, which are deliberately made with a specific purpose, which in the research shaped the series of cycles of activity. 
  3. Class-in this case it is not bound to the definition of the classroom but in a more specific understanding. As has long been known in the field of education and teaching, what is meant by ‘class’ is a group of students who are at the same time, receive the same lessons from the same teacher also.

Associated with this type of research, there are some experts who argued the model of action research, however, in outline,  Each of these stages can be described as follows:

    Stage 1: Preparing the draft action 

At this stage, the researcher explained the what, why, when, where, by whom, and how the action is carried out. Action research is ideally done in pairs between the parties who perform the action and the parties to observe the process of the course of action. This way is said to be ideal because of the effort to reduce the element of the subjectivity of the observer as well as the quality of the precision of the observations made. Can easily be accepted that the observations are directed at yourself are usually less rigorous compared with the observations made against the things that are outside of yourself, because of the presence of the element of subjectivity that effect, which tends to favor himself.

    Phase 2: Implementation 

Namely the implementation or application of the contents of the draft in the location of research, namely the wearing action in the classroom. Things to keep in mind is that in phase 2 of this committee, that the teacher should remember and try to obey what has been formulated in the draft, but it should also be fair, not made-up. In the release, the linkages between the implementation of the planning need to be considered.

    Stage 3: Observation 

Namely the activities of the observations made by the observer. Actually a little less precise if these observations are separated by the implementation of the action, because should the observations be made at the time the action is being done. So both of them take place at the same time. The title of the 2nd stage is given to provide opportunities to teachers executors were also as an observer. 

When the teacher is doing the action, because his heart is fused with the activity, certainly does not have time to analyze the event while it is happening. Therefore, to teachers implementing status as an observer is to do the “observation feedback” on what happens when the action takes place. While doing the observation behind this acting teachers noted little by little what happened.

    Stage 4: Reflection 

Phase this is an activity to bring back what's done is done. The term “reflection” from the English word reflection, which is translated in Indonesian, that “ricochet”. The activities of the reflection is actually the more appropriate subject when the teacher implementing finished doing the action, then dealing with the researchers to discuss the implementation of a draft of action. 

The term reflection is here the same as “bounces as well as the radiating and stared hit the glass”, which in this case is acting teachers are reflecting on his experience on the researchers recently observed the activities in action. This is the core of action research, namely when the teacher participants of the said action to the researchers of the observer about the things that felt have been running well and which parts have not. 

If the teacher executor also has the status of an observer, then the reflection is done to yourself. In other words, the teacher to see him back, do a “dialogue” to find things that have been perceived room, because it is already in accordance with the draft, and identify things that still need to be fixed

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References

Barcelona, A. B. (2020). An Analytic Hierarchy Process for Quality Action Researches in Education. International Journal of Evaluation and Research in Education, 9(3), 517-523.

Iliev, D., Dimov, B. C., & Atanasoska, T. (2014). The quality of pupil action researches in the light of research paradigm. Procedia-Social and Behavioral Sciences, 116, 3902-3904.
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